I think I can help here. The great Chemistry teacher that I am lucky
enough to work with, Valerie Ludwig Lechtanski, has written an inquiry
science book of labs called Inquiry-Based Experiments in Chemistry. It is
published by Oxford University Press and is in the brand new Science Kits
catalogue for $19.95. You can also find it on Amazon.com. I love the fact
that sample student write-ups are provided along with common student
pitfalls. This might be a great jumping off point for starting inquiry labs.
PS Val only gets 50c per book so I am not trying to "sell" the book for
her!
-----Original Message-----
From: Maria Lester [mailto:alester@chesterfield.k12.va.us]
Sent: Friday, February 21, 2003 1:43 PM
To: channel-talkchemistry@learner.org
Subject: RE: [Channel-talkchemistry] RE: Georgia report

Thanks for the feedback. I am doing the National Board Certification
this spring and it really stresses inquiry learning. I recommend their
material if you want to learn more about doing inquiry labs. They are easy
to find on the web. I do labs, and they are open ended, but are not
inquiry, so I am having to learn some new tricks myself. Good luck with
your quest!

I agree with you. I need to hear more of this type of feedback. I
teach in Virginia and I am doing this workshop alone. I did not realize how
it would help me remember what teaching was all about. I am in a state that
has standardized tests and it seems as though everything is about a 50
question test at the end of the year. I have found myself doing more and
more lecture to cover the material (and still not always finishing). It is
not rewarding for me or the kids, I am sure. These videos have given me a
boost to do the more of the investigative activities. It is tough when they
do not prep and are clueless but I need to change what I am doing. I have
been teaching for 22 years and the last 5 have been very stressful and
challenging. I need to remember how fun it was to have activities where
kids go..."Oh YEAH...I get it!" I need to encourage more thining outside
the box. I have regimented myself within the box in fear of not covering
what I need to. Thanks for encouraging me and listening as well!

We discussed as much methodology as content tonight, a first. Some
had negative reactions to vague leading questions which students struggled
with. We thought the question asked by the girl in the mixing of ethanol
and water about the possibility of alcohol evaporating was not given enough
attention by the teacher. This was great to remember something that had
been done previously and to apply it to this new situation and should have
been rewarded. Further a great teaching moment was lost when the students
could have brainstormed about how to decide whether evaporation was a
problem by doing another experiment! For example, mix ethanol and ethanol
and see if any disappears. Or weigh the mixture and see if any has gone.
We must celebrate independent and creative thought whenever it occurs,
whether it is right or wrong, otherwise it will disappear. We liked the
reminder that many students are still in the concrete reasoning stage and
need specific visible examples like the nuts and bolts illustrating partial
ionization. I am hoping some of the group will stop lurking and post
clarifications, expansions and/or rebuttals to my report!